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A level P.E > Sport Psychology (2.2) > Flashcards

Sport Psychology (2.2) Flashcards

1
Q

OCR personality definition

A

patterns of thoughts/feelings and how we interact with our environment which makes us a unique person

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2
Q

3 theories of personality

A

extroversion/introversion
neuroticism/stability
type A and type B

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3
Q

trait theory

A

behaviour that is innate/genetic

behaviour = function of personality (B=F(P))

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4
Q

extroversion/introversion

A

.refers to level of stimulation we seek based on ascending reticular activating system (ARAS), in the brain
.introverts more easily aroused due to more sensitive ARAS

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5
Q

neuroticism/stability

A

related to emotionality, based on autonomic nervous system (ANS)

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6
Q

neuroticism def

A

behavioural changes that are unpredictable

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7
Q

stability def

A

behaviour remains same over time

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8
Q

Type A traits

A 
work fast
.more likely to show aggression
.suffer stress
strong desire to succeed 
.high need to achieve (NACH)
.competitive
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9
Q

Type B traits

A 
work slow
.lack desire
.dont enjoy control
.not prone to stress
.relaxed/tolerant
.need to avoid failure (NAF)
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10
Q

trait theory strengths

A

.easy, measurement through questionnaires
.can predict behaviour
.highlights difficulties in individuals, so coaches can implement strategies to counter behaviour

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11
Q

trait theory weaknesses

A

too simplistic
doesnt account for personality
doesnt account for situational factors
not a predictor of sport preference

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12
Q

stable traits

A

usually predictable
secure emotions
same level of competitiveness/calmness for all activities

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13
Q

neurotic traits

A

unstable emotions/behaviours
levels of aggression varies
unpredictable levels of competitiveness/calmness

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14
Q

social learning theory

A

.all behaviour learned from environment
.inherited factors dont influence personality
.individual responses cant be predicted
.behaviour = function of environment (b=f(e))

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15
Q

Bandura 1977

A

behaviour is learned through significant others

occurs through: modelling/reinforcement

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16
Q

social learning theory weakness

A

doesnt take genetics into account

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17
Q

Interactionist approach

A

.behaviour = function of personality x environment (b=f(e))
.combination of trait and social learning theories
.says traits (inherited) triggered by environmental/situational factors

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18
Q

interactionist approach advantages

A

explains why personalities can differ in different situations

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19
Q

attitude def

A

a predisposition to act in a particular way towards something/someone in a certain situation

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20
Q

components of attitude

A

triadic model
cognitive: beliefs
Affective: emotions
Behavioural: actions/true attitude

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21
Q

cognitive: beliefs

A

.formed through past experiences, learned through others

.more significant the person, the greater the influence

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22
Q

affective: emotion

A

.how we feel based on past experiences

.e.g if an activity was enjoyable the we look forward to a similar interaction

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23
Q

behavioural: reaction/true attitude

A

not always consistent with attitude

e.g may believe exercise is good for us and enjoy doing it, but not go often

24
Q

attitude concepts

A

unstable - can be changed
attitude objects
learned (not innate)

25
Q

attitude objects

A

things that can strongly influence our behaviour e.g places/situations/behaviour of others

26
Q

persuasive communication theory

A

changing cognitive beliefs

27
Q

3 persuasive communication theory aspects

A 
person persuading (must be of sig)
quality of message (must be relevant/clear)
characteristics of athlete
28
Q

cognitive dissonance theory

A

.in order for attitude to be stable, all 3 elements must be in harmony
.if 1 is changed, causes disharmony
.only when conflict resolved will behaviour changed

29
Q

motivation ocr def

A

our drive to learn and be successful

30
Q

intrinsic motivation

A

our inner drive to participate and be successul

31
Q

extrinsic motivation

A

a drive to participate which comes from a source outside ourself

32
Q

intrinsic motivation positives

A

.achievements feel more valuable when taking part for own gain
.encourages lifelong participation

33
Q

extrinsic motivation positives

A

.more significant impact
.may improve confidence for long term e.g praise
.effective for children e.g badges

34
Q

intrinsic motivation negatives

A

.may not be enough to maintain participation

.cognitive learners may find it unenjoyable

35
Q

extrinsic motivation weaknesses

A

.short term - get bored after achieving

.if removed, may cause decline

36
Q

arousal ocr def

A

.intensity of our motivation/emotion/behaviour
.amount of drive to achieve
.amount of psychological readiness

37
Q

physiological arousal

A

physical readiness for action e.g increase hr, br, sweating

38
Q

psychological arousal

A

emotional and motivational state of the athlete

can range from boredom to excitement

39
Q

drive theory

A

relationship between arousal performance is linear

higher arousal = higher performance

40
Q

drive reduction

A

.when individual loses motivation
.can occur when athlete reaches peak as theres no room for improvement
.leads to reduced drive

41
Q

dominant response

A

a well learned skill

42
Q

dominant response - drive theory

A

a dominant response will be intensified. If it was correct, then performance is enhanced. If incorrect and at an intense level, performance may decrease

43
Q

inverted u theory

A

there is a optimum level of arousal. If over/under aroused performance will reduce gradually

44
Q

3 impacts on arousal - inverted u

A 
type of activity (gross vs fine)
skill level (more skillful = more arousal needed)
personality of performer (more extroverted = more arousal needed)
45
Q

catastrophe theory

A

.based on inverted u
.when over aroused there’s a much more dramatic decrease in performance
.if cognitive arousal decreased significantly, can regain mediocre performance

46
Q

catastrophe model - somatic vs cognitive

A

.increase in somatic arousal = increase in performance level

.optimum performance requires low cognitive arousal

47
Q

drive theory +

A

simple to understand

accurate when referring to gross/fine skills

48
Q

drive theory -

A

.too simplistic - doesnt take individual diff into account
.doesnt explain decrease in performance at high arousal e.g falling on vault at olympics
.doesnt explain why some perform well at low arousal
.doesnt explain why gross skills can be performed at low arousal

49
Q

state anxiety

A

anxiety within a certain situation

50
Q

trait anxiety

A

innate - can happen in any situation

51
Q

cognitive anxiety responses

A 
lack concentration
demotivating
may want to quit
fear
increased aggression
dread
nervousness
52
Q

somatic anxiety responses

A 
poor control
poor technique
increase hr
increase br
sweating
less power
stomach/headache (butterflies)
53
Q

Zone of Optimal Functioning

A

when athletes arousal/anxiety levels are at the optimal level so will give their best performance

54
Q

signs of ZoOF

A 
focussed/concentrating
effortless/automatic
confident
enjoying
play is more natural
55
Q

aggression def

A

the intent to harm, outside the rules of the sport

56
Q

assertive behaviour

A

doesnt attempt to harm
within the rules
often involves forceful play to complete skill effectively
main aim is to be successful at completing a task

A level P.E (21 decks)

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